Date of Submission


Document Type



Doctor of Education




teacher education, Appreciative Inquiry, culturally responsive pedagogy, equity, transformative leadership, social justice


Globalization is the interconnected national and international forces that shape and define nations, economies, and peoples and that extend to schools. Higher education institutions, and kindergarten to Grade 12 school systems, are impacted by the internationalization of teaching, research, and service in response to market- and ethically driven discourses of targeted international admissions policies. Teacher education programs are positioned to respond to the internationalized teaching and learning context to support nondominant teacher candidates and prepare future teachers for diverse classrooms post-graduation. This OIP problematizes an inconsistent strategic direction to prioritize culturally sustaining pedagogies in a diverse teacher education program located in British Columbia, Canada. It draws from the theoretical concepts of critical epistemology and organizational identity as foundational drivers of change and incorporates concepts of intercultural competency development and culturally responsive pedagogies as evidence-based models to guide improvement plans. A social justice–oriented plan executed through a transformative leadership approach at both the macro and micro change levels creates the structural foundation for this OIP. Appreciative and collaborative inquiry offer all stakeholders’ participatory access points to amplify nondominant voices in the change process. A generative, multimethod integrated monitoring, evaluation, and communication plan supports this foundational change through a learning approach. The outcome connects theory to practice for stakeholders to promote unlearning and prioritize the decolonization of teacher education as liberation for nondominant students.